Problem Based Learning In An Undergraduate Electrical Engineering Course

Abstract

Her research interests include problem-based and case-based pedagogy in teacher education and science, interactive multimedia environments, scientific literacy, and cultural and gender influences in confidence. She is a co-PI on two National Science Foundation-funded projects involving multimedia case-based learning environments in science, and research on problem-based models of professional development in science. Address: N8423 1251 St., River Falls, WI 54022, phone:

The effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment for hepatocellular carcinoma in China: a bayesian network meta-analysis

“…Since PBL was posted in the 1960s in response dissatisfaction with traditional medical education, scholars have found that PBL can contribute to knowledge retention, student satisfaction, motivation, and critical thinking from many perspectives on teaching [24][25][26][27][28] In addition, PBL is currently widely used in North America and Asia, and PBL is considered a successful implementation of current medical education, but the utilization of PBL is different in different regions, showing no difference in geographical origin [29]. Even though some studies have been published, the heterogeneity within the method, region, individuals and outcomes left some difficulties for medical educational researchers.…”

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

“…There are two equally probable explanations of this student confusion. First, students could prefer and/or expect traditional lecturing and resist active-learning strategies, like collaborative learning ( Lake, 2001 ; Yadav et al. , 2010 ; Tharayil et al.…”

Reducing resistance to repeating a wiki activity: What can teachers do?

“…Some previous studies have also provided examples of how to reduce resistance to learning activities, such as giving students feedback and support throughout the activity (Yadav, Lundeberg, Subedi, & Bunting, 2011), clearly explaining the purposes and expectations of the activity (Strobel & van Barneveld, 2009), making the activity more enjoyable (Stover & Holland, 2018), and aligning the activity with other course assessments (Bentley, Kennedy, & Semsar, 2011). Most of these studies have been qualitative, and have focused on resistance to an unknown activity.…”